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Individual Assistive Technology Evaluation

SBU Evaluator: Tonya Lathrop SBU Professor: Dr. Diana Lawrence-Brown

Contact Information: 716-474-0909; Contact Information: 716-375- 2165; Lathrotl12@sbu.edu dlawrenc@sbu.edu

I. The Learner:

A. Background (3 pts)

1. Student’s name: Casey J. Schrader

Attach referral form.

2. Date of birth, age, grade level (if the student is in an ungraded class, base grade level on his/her chronological age): 7/2/1998 base grade level, 8th grade

3. Reading level (grade equivalent, unabbreviated name and administration date of standardized or informal reading test. If unavailable, you may use the teacher's estimate. In either case, provide the source of the information.). Incl. Standard Scores if available.

Casey completed the San Diego Quick Assessment where it was determined that his independent reading level is second grade, his instructional level is third grade, and is frustration level is fourth grade. Casey completed and informal reading inventory where his reading level was a M ( 2.9 grade equivalent) and his instructional level was a N (3.0 grade equivalent). Casey also completed multiple AIMSweb probes. He completed to reading probes titled: Curriculum based measurement and MAZE. He scored a 750 Lexile and was able to read 105 words a minute with 5 errors.

On the seventh grade NYS ELA assessment Casey scored a 64, which is a grade 2. On his seventh grade NYS Math assessment Casey scored a 62,which is a grade 1.

4. Student's IQ Score: ___N/A___ Name and date of intelligence test:

[If the student has not had an IQ test, provide your best estimate (as below) and explain how you arrived at your estimate, e.g., conferred with teacher, observation of student, etc.]

Estimated IQ:

___ Average Range (IQ 70-130). Some find a further breakdown helpful: Low Average: 70-85; High Average: 115-130

___ Intellectually Gifted (IQ above 130)

__X_ Mild Intellectual Disability (IQ 55-70)

Casey has an IEP with a learning disability classification. He struggles in reading and writing comprehension, but he does well in social studies and science with appropriate services. He demonstrates high social skills and requires additional resources and extended time on tests to have the test read to him.

___ Moderate Intellectual Disability (IQ 40-55)

___ Severe Intellectual Disability (IQ below 40)

Comments:

5. Type/level of exceptionality (e.g., from IEP):

Casey is classified with a Learning Disability and demonstrates low reading and writing skills. Casey requires repetition of concepts broken down into smaller pieces and re-teaching of material, in order to be successful and keep up pace of his same age peers. Casey reads and comprehends around a third grade level and needs assistance when working with grade level text. Intensive reading and writing practice is required, as well as consistent math, science, and social studies review to make progress.

6. Family/cultural information

Casey is a typical energetic caucasian teenage American boy. He enjoys doing physical activities and hanging out with friends. His hobbies include dirt bike racing, hunting, fishing, and working outside. Casey’s parents are separated but both work hard to provide everything for their son. Both his parents are very involved in his home life and really encourage him to do better in school. They both have concerns for his future and hope he attends Boces in high school and some sort of 2- year college program.

B. Student’s present levels:

1. Complete and attach the relevant WATI section checklist(s) for the priority area identified in the referral, e.g., writing, reading (includes spelling), math, learning and studying, etc. Use this to help you refine your understanding and descriptions of the student's abilities (below and throughout the report). I

Casey’s priority areas of interests for this assistive technology report:

✓ Reading/ decoding

✓ Writing/ spelling

✓ Reading comprehension

✓ Other: Spanish reading

✓ Other: Science reading

2. Academics: Complete the table below for each of these subject areas:

Reading (decoding and comprehension)

Writing (spelling and composition skills)

Math

Science, Social Studies,

Foreign languages as applicable

Cognitive skills, preferred learning modalities/multiple intelligences

Discuss strengths and needs in terms of specific skills/concepts that the student lacks or has achieved.

|Subject Area |Interests & Preferences |Strengths |Needs |Most Recent Report Card |Meeting Grade Level |

| | | | |Grades |Expectations? |

|Reading |Likes to be able to |Improves comprehension |Improve on reading |69 (ELA) |No, needs to improve |

| |choose his own reading |when a passage is read |fluency and | |reading level that is |

| |books and materials that|multiple times aloud in |comprehension | |currently at a level 2 |

| |are at his comfortable |a room with little | | | |

| |reading level |distractions | | | |

|Writing |Writing about things |Beginning a paragraph |Needs to improve |69 (ELA) |No, needs to organize |

| |that interest him |with an introductory |grammar, spelling, and | |thoughts and construct |

| | |sentence and ending in a|developing paragraphs | |1-2 page essays without |

| | |concluding sentence |with coherent thoughts | |run-on sentences and |

| | | | | |excessive “ands” |

|Math |Learns best when one |Participates in class |Consistent review of |68 |No, he struggles with |

| |concept is taught at a |and completes most |past math skills | |basic math facts and |

| |time |homework assignments | | |scored well below |

| | | | | |average after completing|

| | | | | |2 AIMSweb probes |

|Science & Social Studies|Hands on labs and |Completing assignments |Improving study and |Science-72 |Yes, he is meeting grade|

| |activities |and small group work |reading skills. Needs to| |level requirements but |

| | | |consistently review past|Social Studies- 70 |will fall below a 70 if |

| | | |material and extra | |he does not attend AIS |

| | | |assistance with texts | |and resource to review |

| | | |past a 3rd grade reading| |key concepts and main |

| | | |level | |ideas |

|Foreign languages |Hands on activities |Completing homework |Needs to improve Spanish|64 |No, he needs to improve |

| | | |vocab, sentence | |study habits and learn |

| | | |structure, and study | |vocabulary. He often |

| | | |habits. | |fails every test and |

| | | | | |quiz brining his average|

| | | | | |down. Casey also does |

| | | | | |poorly on any Spanish |

| | | | | |writing pieces. |

3. Social Skills Include:

Casey is a very social young man who is capable of carrying on appropriate conversations with his peers and adults in his life. He easily gets off task in the classroom setting due to his ability to socialize. Casey needs reminders to pay attention to instruction and stop talking to peers. He works well with most students in his classes but needs to be reminded how to be respectful to others. Casey often gets frustrated when more than one concept is taught at one time or when reading material is above his reading comprehension level. Casey has not participated in school- based activities in the past, but would like to try out for the basketball team next year.

4. Physical: Include fine and gross motor skills, along with any sensory or medical concerns. Include allergies and any medications that affect school performance (describe how). For students with severe physical disabilities, incl. purposeful movement (see Beigel, 2000).

Casey is a young man who is physically fit and works out regularly at local gym and races motocross. He keeps very active at home with outdoor activities. His fine and gross motor skills are age appropriate.

C. Student’s individual goals (these may be formal, e.g., from IEP, 504 or gifted education plan, or informal) and services (e.g., gifted, remedial, special education, related services such as therapies, etc.). Include amount of time for each service.

Casey’s long-term goal for living is working and learning as an adult. He would like to receive on-the-job training to be a heavy equipment operator. Once Casey enters high school, his goal is to be working toward a 4-year regents diploma. Casey’s individual goal is to be competitively employed as a heavy equipment operator and to live independently in an apartment after completing high school.

D. Current Placement (1 pt): Grade level, type of class, location, number of students, ratio of students with and without disabilities, number & type of teachers and other support staff, other accommodations/supports provided, and a brief description of the community in which the school is located (2-3 sentences).

Casey attends a large rural school district with approximately 20-25 students per class. In each of his classes, there is approximately 1 in 4 students who are classified with a disability and receive additional support within the classroom. Every general education classroom Casey is currently enrolled in happens to have at least one teacher aide or special education teacher that provide extra support in the classroom. The Pioneer Central School district has been noted as a school of excellence and has great ties with the surrounding agricultural community through FFA, community service learning projects, and extra curricular activities.

Casey is enrolled in the general education course of study with content support in ELA and math, as well as paraprofessional support in science, social studies and foreign language. He attends a resource period once daily for additional support. Casey receives help with on grade reading material, graphic organizers for writing, calculators for math, extra time on tests, and tests read to him.

E. What are the educational priorities of the learner and his/her advocate(s), and how did you determine this? Include current feelings/concerns with the student's progress, placement, &/or services, and future plans (type of diploma, college, employment, etc.), along with any other known educational priorities.

Casey’s educational priorities are to increase reading and writing comprehension, increase independent reading level ability, and obtain a regents diploma. There are many concerns that if he does not improve his study habits and reading level that he will not stay on grade level in high school. As an outside evaluator I would also mention brining in a literacy specialist into Casey’s IEP. A literacy specialist could really improve his reading strategies outside the general education classroom.

If Casey continues to receive additional support from his special education teacher, general education teacher, his parents, and classroom peers he should manage to graduate with at least a regular high school diploma and make it in the working world. It is noted in his IEP that he would have to be trained how to properly apply for a job and attend an interview. His parents are concerned that once he graduates he will not consider going into a 2- year tech school for operating large equipment.

F. What is the level of expertise with assistive technology on the part of the learner, the teachers, and others who interact with the learner? What technology or equipment is currently in use, and for what purpose? (If the student is currently in a self-contained special education class, also comment on expertise of the target general education teacher.)

Casey currently only uses a calculator on all math assessments because he lacks basic math skills without it. I am proposing that Casey is permitted to use an assistive technology device of an I-Pad for many reading and writing assignments. The main purpose for this assistive technology device is to allow Casey access to electronic texts (that could read to him), word processing software (aid him in writing and spelling), and reading comprehension programs (allowing him to practice and work on reading strategies). Casey’s special education teacher and general education teachers all use I-pads in their own classes and have had many I-pad training as part of NYS new standards integrating technology into the classroom. Casey has his own I-pod touch and is very familiar with the basic functions of apple software. Casey also uses I-Pads in a lot of his classes, but would need to be trained how to use it in ways that would benefit him in all his academic studies.

G. How receptive to having AT in the classroom are faculty and staff who are involved with the student? (If the student is currently in a self-contained special education class, also comment on receptivity of the target general education teacher.)

Many of the general 8th grade teachers use I-Pads, smart boards, computers, and laptops in their classroom to assist their students with learning in the content area. All teachers have had mandatory I-pad training classes. All teachers I have meet are extremely receptive to using assistive technology in their classroom as long as it benefits the student.

II. Analysis of the General Education Environment (age-appropriate, in the home school; do not describe a segregated special education class). This section should include information from your visits to the target class. [For students who change classes throughout the day, either describe what is most common across classes or choose the highest priority class to analyze specifically.]

A. Target General Education Class: Grade level, type of class, location, number of students, ratio of students with and without exceptionalities, number & type of teachers and other support staff, other supports/accommodations provided, and a brief description of the community in which the school is located (2-3 sentences).

******Please see information above in the current placement description

B. What teaching and assessment methods are used most often by the general education teacher(s) involved? Ex: Lecture, discussion, cooperative learning, project-driven, oral or written presentations, types of test questions, reading3 and writing requirements, etc.

Many of Casey’s general education classes use a variety of teaching and assessment methods (both authentic and inauthentic). Casey’s science and social studies classes are more student centered and project-based as ELA and Math are more lectured based with independent assessments. Casey does well with performance based testing (such as labs and hands on projects) but struggles with standardized tests that has grade level reading passages and requires written expression. When Casey uses a computer he scores higher in ELA with less grammatical and spelling issues, but does poorly when he is asked to hand write lengthy assignments. Casey’s lowest grade is in Spanish. His Spanish class is more lecture based followed by worksheets in a packet. Casey has a hard time with many reading and writing tests and quizzes that he does not perform well on in foreign language (he does well on Spanish projects but they usually only do one or two a quarter—please see his attached progress report with sample of his electronic menu).

C. What reading level is expected of students in this classroom?

1. Confer with the teacher re: his/her general expectations.

Casey’s general 8th grade science teacher expects that Casey can complete a research based science project with some assistance from resource and special education teacher using 8th grade reading material. He is expected to complete all rubric requirements and use multiple provided resources in his paper.

2. Use a readability formula to determine the reading level

of two representative texts used in the classroom. For each, report the title of the selection, the source (e.g., book title/publisher, website, teacher-made), and the readability formula used. If you like, you may use this website:

Resources used for Casey’s 8th grade renewable energy project:

1) Website: . (2012). Pros and cons or renewable energy. Retrieved from

Using the readability score website the reading level of material on this site has a reading ease of 15 (which is from a scale of 0-100, the higher the number the easier it is to read). The Flesh-Kincaid reading formula put the reading level of the text at a 17.9 (way higher than high school)

2) Website: U.S Energy Information Administration.(n.d.). Solar Basics. Retrieved from . Accessed 2/2/13.

Using the readability score website the reading level of material on this site (which is designed for kids) has a reading ease of 35.5 and a Flesh-Kincaid reading formula number of a 14.2 grade level.

D. What tasks are required for students in general to be active participants in this classroom? Include those related to communication, instruction, writing ability, participation, productivity, and environmental control. Include factors such as contributing to large or small group discussions, listening to lectures/explanations (up to___ min.), taking notes, raising hand to speak, reading aloud or silently, etc.

Many of Casey’s general educational classes include participation, homework assignments, test scores, and project scores in their overall grade. In science Casey also must complete labs, work in small learning groups, and do independent assignments. In science Casey often has direct instruction; which includes note taking for 20 minutes followed by a hands on activity and independent practice. Sometimes Casey looses focus and gets lost in the lecture but revisits the information in resource and really picks up the bulk of his content knowledge during the activities. Foreign Language seems to be a bit tricky for Casey because he often gets a zero for participation because he does not speak Spanish during class time and does not participate in large group discussions.

E. What is the physical capacity of the classroom in regard to AT devices?Is space available for AT devices? Are electrical outlets available for AT devices that may need to be plugged in? Is wired or wireless Internet access available? (Also please comment on any other areas of the school where it would be important for the student to be able to use AT devices.)

Pioneer Middle school has been recently remodeled. The rooms are spacious, have many outlets, all have smart board technology, and have both wired and wireless Internet access available. Some of the rooms even have Apple TV’s to display what the teacher’s I-Pad is showing.

If Casey receives an assistive technology device (such as an I-Pad I am suggesting), than he should be able to use it in all his general education classes, in resource, AIS, and homework help.

III. Access to the General Education Curriculum/Environment

A. What factors (including those analyzed in the previous sections and any others of which you are aware) interfere with the learner’s participation and access to an appropriate education in the general education curriculum/environment? For this question, list all that significantly interfere, not just those that you expect to target for intervention.

The main focus of concern for Casey is that his writing and reading comprehension skills are lagging significantly behind his peers. There are many concerns how he is going to stay on grade level as he moves up to the high school. He is unable to read on grade level texts or supplementary material on his own in the classroom and really struggles with learning many new concepts at one time. His independent reading level is at a grade 2. Casey does better with comprehension when tests or materials are read to him repeatedly. If he is able to access electronic texts that could read to him and he could easily define vocabulary he is unfamiliar with using online dictionaries he might be able to independently increase his own reading comprehension. It would also be helpful for him to have an I-Pad device that has word processing so he can work on spelling and grammar in his writing and download reading comprehension apps to provide him with extra practice.

B. with the assistive technology plan, and why? Reminder: Collaborate closely with the student's educational team.

Also, analyze at least one dated and graded work sample (or other performance data) that exemplifies this interfering factor; attach. (3 pts)

When conversing with some of Casey’s general education teachers they also showed some concerns of his reading and writing skills. Casey is able to pass his science and social studies with extra support within and outside the classroom. So why should he not receive extra support for reading and writing? Casey has shown that when asked to do projects using an electronic device that allows him to use a dictionary and research more about the topic he does well; but when Casey is made to sit by himself and take a test or quiz he does poorly.

To exemplify how well Casey does with technology I have attached a Spanish menu he created using a computer. While using the computer he made less spelling mistakes, the assignment is neat, and he is able to use a Spanish online dictionary to build on vocabulary. On his Spanish menu he received 97%, but when Casey is made to sit at his desk with no help on a vocabulary quiz or test he receives grades ranging from 28-50% (see his individual Spanish progress report for grades).

IV. Recommendations: Only after analyzing the learner and the school environment should possible devices be examined. These may be currently available on the market or known to be available through other sources (e.g., custom-made).

Based on your assessments and the factors listed below, recommend a specific device for the student to try out in the general education classroom.

A. Specific Device & Rationale (why you are recommending this device over alternatives you considered): 14 pts.

1. Description (specific enough for an unfamiliar educator to visualize; it may be helpful to include a photo). If you are recommending an electronic device, describe the device itself and specific applications and peripherals (e.g., accessories, case, cables, etc.) needed.

The assistive technology device I am recommending for Casey is an I-Pad. The I-Pad is a lightweight electronic portable device that is easier to manage than a bulky laptop. The I-Pad uses highly advanced Apple technologies that have proven to accommodate individuals with learning disabilities by helping them improve productivity and academic performances (Scottland 2012). The I-Pad uses wireless Internet with high speed downloads and allows information to be accessed literally by the touch of a finger.

The I-Pad is a great way to access electronic texts, store information, and download millions of useful educational apps. The I-Pad has built in text-to-speech technology, word completion, built-in spelling, grammar checking, and modified keyboards. There are also endless amounts of accessories that can be used with an I-Pad such as a wireless keyboard, headphones, and hook-ups to an Apple TV. Students really enjoy using an I-Pad because it is appealing, high tech, and pairs up with the technological world they are so entangled with today.

2. Device Details: How does the device measure up in terms of the following factors:

a. Reliability, durability, repairing/updating, reputation of company. Look for independent reviews (not on the company's own website; report your source); check with experienced customers or the Better Business Bureau).

There are many good Reviews about the 3rd generation I-Pad and there is not a significant difference between the 3rd and 4th generation I-Pad besides some modifications to retina display and 4G.“” is a blog where professional technical technicians rate different electronic devices. Most of the reviews claimed that the I-Pad in general is a 5 star product that has really changed the way we view and use technology in our daily lives (Nations 2013). The I-Pad is so universal it is being used successfully in schools, businesses, and homes globally. The I-Pad continually receives updates and really holds up to daily use. (From a personal experience I have even seen I-pads hold up in a kindergarten classroom!)

b. Trial/loaner period available, guarantee, warranty, insurance/maintenance agreement.

Apple Care is provided for all Apple products. One can purchase a 2 year full coverage and a 90 day complimentary warranty is provided free of charge when you first purchase the device. They cover up to two accidental incidences for a full replacement at a cost of $50 and provide mail-in and carry-in repairs to Apple stores.

c. Ease of use (understandability, fine/gross/visual motor skills needed, etc.)

The I-Pad is easy to use because it can be manipulated by using the touch of your fingers. It is easy to enlarge text and see what is on the screen. I-Pads also have the capability of an automator, which will perform and open applications using voice demands and allows the user to modify the keyboard to best suit their own personal needs.

d. Appearance, portability, age-appropriateness, etc.

The I-Pad is very portable, creates a “neat” factor in the classroom, and is age-appropriate for any user that has had proper training.

3. Cost: Be specific. Include any accessories needed or other add-on expenses (shipping, insurance, etc.) associated with obtaining/using the device. Provide an itemized price list and the total.

|Name of device or App |Cost $$$$$$$ |Brief description |

|iPad |Mini- $299 regular-$499 |Assistive electronic apple device ( see |

| |*with free 90 day warranty or 2 years for |above description for more detail) |

| |$99 | |

|Reading Comprehension Prep App |$2.99 |It Solidifies reading and understanding |

| | |by compiling different stories and |

| | |passages followed by mini quizzes that |

| | |can be emailed to teacher to check |

| | |reading comprehension progress |

|i-tooch 8th grade language arts app |$4.99 |Includes 1,590 exercises in reading, |

| | |writing composition, grammar, and vocab |

| | |booster |

|Abilipad app |$19.99 |A word processor that has built in |

| | |text-to-speech (that can be set up to |

| | |your personal voice), word prediction, |

| | |spell check, personalized key board, and|

| | |a “read-to-me” function |

|Reading Training App |$ 1.99 |Helps improve reading speed and word |

| | |recognition |

|Web Reader App |Free |Will read any webpage open aloud on |

| | |command |

|E-textbooks |Free |Can download e-texts for all content |

| | |areas, allows you to annotate notes, |

| | |change background, change font size, and|

| | |has a reading option |

|Free books App |Free |Offers over 50,000 free books to promote|

| | |literacy |

|Dragon Dictation App |Free |Text-to-speech software |

|Dictionary App |Free |Free access to an online dictionary, |

| | |gives several definitions, and will read|

| | |electronically |

|Spanish translator |Free |Translates English to Spanish words; |

| | |includes pronunciation |

|MimioReading App |Free |Helps to master reading comprehension |

| | |using fun games that build on reading |

| | |skills in literal and inferential |

| | |meanings, main ideas, and vocab. |

|Grand Total------------------- |$627.96 + $50.23 of tax=$678.20 (cost |Still cheaper than a |

| |includes regular iPad, 2 year warranty and|computer!!!!!!!!!!!!!!! |

| |apps) | |

4. Alternative devices that you considered but are not recommending, and why. If you are recommending an electronic device, include low/no tech options that have been explored, and the results.

Casey has used the aid of graphic organizers, highlighters, and a facilitator reader but when he does not have one on one help to fill out the graphic organizer, highlight main ideas, and read a passage above his reading level he often gets frustrated and gives up (it also leads to disturbing others in the classroom because he tries to socialize instead). If Casey has an I-Pad where he can use headphones to listen to passages and includes a dictionary and a word processor he might be more motivated to read and write on his own.

5. How will the device increase access by the student to an appropriate education in the general education environment? Be specific and use your own words (boilerplate language from promotional materials for the device is not acceptable).

IMPORTANT: The answer to this question is the crux of the project. Be sure to specifically connect your answer here to your analysis in section III.

An I-Pad could really help Casey become more autonomous in his learning. He could use many apps and software programs available to increase his reading and writing skills. Casey can use the e-textbooks to access content reading, which will read to him and allow him to look up definitions as he goes along. Since he often does well when a passage is read to him a few times, he can use headphones to play it over and over again. Web reader will also read on command any materials opened in the web browser (he can even copy and paste text into the Abilipad app to read other supplementary material).

Casey also struggles in writing as well and there are many apps I listed in the above chart that can help him create text by using text-to-speech, word prediction, spell check, and has the technology to read back to him what he has written so he can look for grammatical errors. There are also many practice apps I have suggested Casey to use on the I-pad that can really help him master reading comprehension in a fun engaging way. Many of the programs also keep track of his progress and can email the teacher directly with results. The more practice Casey can get with reading the more comfortable he will become with grade level text. I also included apps with thousands of free books that might interest him to read a little more outside the classroom.

C. Skills and Training for Student (6 pts.)

1. What current IEP goals (or other needs) are expected to be addressed by this device?

✓ Improve reading fluency

✓ Improve reading comprehension

✓ Improve reading level

✓ Improve writing organization and mechanics

✓ Improve spelling

✓ Build on vocabulary

2. What training,, IEP goals , or other supports do you recommend, to facilitate the student's successful use of this device? Be specific. If you feel none are needed, explain.

I believe that Casey, his parents, and all his teachers (general education and special education) will need to come together to collaborate how Casey is to implement the I-pad appropriately in the classroom and at home. Casey would also need personal training how to run the apps, open electronic texts, and learn how to create text for classwork.

D. Evaluation: What quantitative and qualitative data should be collected to determine if the device is an effective educational tool for the student? Be specific; provide an example of each.

Data Driven instruction can really track the progress of a student, some of the apps for reading comprehension will give updated progress reports that can be emailed to the teacher directly to assess how Casey is doing. Also, since Casey has done so many standardized reading and writing tests he should be constantly evaluated by using the San Diego Quick Assessment, the informal reading inventory, and AIMSweb probes to compare his scores while using the I-Pad. I would also conduct an BABA (baseline, intervention, baseline intervention) to see how effective this assistive technology intervention has been.

F. Skills and Training Needed By Others: What specific knowledge and skills are needed by teachers or others involved with the student? How might this training be provided? What might be frustrating at first? (TIP: Consult with experienced users e.g., in an online forum or in person.)

All teachers at Pioneer Central School district have had professional I-Pad training days and have access to I-Pad educational websites, blogs, podcasts, and hotlines. The biggest frustrations that might occur in the classroom at first is the amount of time it is going to take Casey to set up his I-Pad to use it effectively in class. It is going to take him practice to use electronic texts and use the text software program to create classroom assignments. Another problem that might arise is the fact that other students might also want to use I-Pads in the classroom, so the teacher might have to try and plan days to get more I-Pads in the classroom and maybe train everyone how to use them as learning tools in the classroom.

F. Exploration of Specific Funding Sources, including school and specific non-school options. (6 pts) Do you think the device is needed for a free appropriate public education (FAPE) in the least restrictive environment (LRE)? If so, the school has the first funding responsibility.

Also include at least two specific funding sources other than the school (or parents). NOTE: You may need to contact the funder directly to thoroughly complete this section.

|Funding Sources |Types of devices/projects |Eligibility |Amount Available |Application deadline |Contact information (name, address, |

| |funded |requirements |(e.g., average | |phone, e-mail, web address) |

| | | |award) | | |

|iHelp for special |I-Pads, I-Pods, and apps |Must be for a student |$600-$700 depending|N/A | |

|needs | |with an IEP and must |on funding | | |

| | |fill out a personal or|available and needs| | |

| | |school use application| | | |

|Donors choose |Anything from supplies to |Must be affiliated |Online charity |Once the teachers | |

| |microscopes and I-Pads |member of a k-12 |depends on the |post what they need, | |

| | |public school and a |amount that |it will stay online | |

| | |teacher or group of |individuals and |for 4 months or until| |

| | |teachers have to post |businesses will |it is 100% funded | |

| | |what they need and how|give you | | |

| | |much they need | | | |

Student Project Disclaimer: Readers of this report are asked to interpret the results and recommendations with the understanding that it has been developed as a project for graduate-level assistive technology course. The author is a qualified teacher in an advanced academic program; the contents may be limited by the as-yet-developing expertise of the author, time limitations of the course, etc.

Bibliography

Beigel, A. (2000). Assistive technology assessment: More than the device. Intervention in School & Clinic, 35(4), 237.

Johnston, L., Beard, L., & Carpenter, L.C. (2007). Assistive technology: Access for all students. Upper Saddle River, NJ: Pearson.

Male, M. (2003). Technology for Inclusion. Boston: Allyn & Bacon.

Scherer, M.J. (1999). Assistive Technology: Issues and Trends. Paper presented at the Annual Convention of the American Psychology Association (107th, Boston, MA, August 22, 1999). ED449589

Nations, D. (2013). ipad review: does it measureup to the hype?. Retrieved from

Scotland, C. (2012). iPad’s for communication, access, literacy, and learning (icall). Great Britian: British Library Cataloguing in Publication Data.

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